4 (2) (2021) 58-68
Journal of Curriculum Indonesia
http://hipkinjateng.org/jurnal/index.php/jci
The Implementation of Project-Based Learning in Pilot Project Elementary Schools in Banyumas District
Fajriah, NyaiCintang, Samsudi Universitas Negeri Semarang, Indonesia
Info Articles
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Keywords:
Assessments, Engaged Learn- ing, Project Based Learning, Types Of Product, Skill-Based _________________________
Abstract
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This descriptive research examines the tendency of teachers in implementing project- based learning on thematic materials in pilot project schools of the 2013 curriculum.
This research aims to describe: 1) the types of product produced in the implementation of project-based learning, 2) the realization of student's involvement in the implementation of project-based learning, 3) the student's skills in the implementation of project-based learning; 4) the assessment instruments used by teachers in the implementation of project-based learning. The result of this research shows that 1) the produced products are real objects, written reports, oral presentations, and dance. 2) the student's involvement includes seeking information, exploring information and data, creating products, sharing, and only two teachers involved the students on solving problems. 3) several skills given to the students are the use of material, collaboration and cooperation, oral and written communication, technology mastery, and there were two teachers who provided critical thinking skill. The assessment instruments used were: product-oriented performance-based assessment, practice-oriented performance-based assessment, and there were two teachers who used exhibition. No teachers applied Journal assessment. Based on the result of the research, it can be concluded that the tendency of teachers on the implementation of project-based learning in elementary school level has not provided the critical thinking skill and complex problems.
Address correspondence: e-ISSN 2549-0338
Journal of Curriculum Indonesia 4 (2) (2021) INTRODUCTION
Explaining the background, problems, importance of research, brief literature review that relates directly to research or previous findings that need to be developed, and ended with a paragraph of research purposes. A balance must be kept between the pure and applied aspects of the subject. Pilot project elementary schools are establish based on a decree the head of research and development of education and culture ministry No. 002/H/KR/2015 on the implementation of the education unit of 2013 curriculum implementation. Until the end of 2016/2017 school year, all of the pilot project elementary schools would have implemented the 2013 curriculum for 4 years, starting from 2013.
This research does not focuses on the implementation of the 2013 curriculum, but it covers the implementation project-based learning at 4th (four) and 5th (five) grades of elementary school in Banyumas District. The pilot project elementary schools are only used as the background research since the project-based learning is still rarely implemented in other elementary schools. This phenomena is caused by the transformation of learning concept in the 2013 curriculum which demand to apply project-based learning.
This research examines the tendency of teachers in implementing project-based learning on thematic materials in pilot project schools of the 2013 curriculum. The result of this research can be used as a basic literature in conducting a more advanced research on project-based learning.
At the elementary level, the implementation of project-based learning is closely related to the learning theme. The integrative thematic learning is widely used in elementary learning process.
Therefore, the project is carried out by relating it to the theme being learned. Each theme consists of four sub-themes which should be finished in a month. The project-based learning activities were provided in sub-theme 4. In the 4th and 5th grades, there were 9 (nine) themes.
In the 5th grade, each theme consisted of 6 (six) projects that is ideally all implemented. In the 4th grade, project-based learning activities are simpler. Each theme consists of only one project that should ideally be implemented. Each teacher has their own opinion. The result shows that not all projects in the teacher book were implemented. The teachers only chose specific projects on one theme. All of the teachers agreed that not all projects in the teacher book must be implemented, some teachers attempted to give at least one project on every theme, some others simply carried out some projects for several themes.
This research aims to describe: 1) the types of product produced in the implementation of project-based learning, 2) the realization of student's involvement in the implementation of project- based learning, 3) the student's skills in the implementation of project-based learning; 4) the assessment instruments used by teachers in the implementation of project-based learning.
METHODS
Make sure that work can be repeated according to the details provided. It contains technical information of the study presented clearly. Therefore, readers can conduct research based on the techniques presented. Materials and equipment specifications are necessary. Approaches or procedures of study together with data analysis methods must be presented. This study was conducted as qualitative study. The pilot project elementary school sample was selected using a strict purposive sampling technique with a consideration on several criteria: 1) the teacher's skills in implementing project based learning; 2) the length of teaching time at the grade level to be studied;
3) the teachers' experience in implementing project-based learning; and 4) good communication skills. The initial stage of sample selection was done by interview to obtain a general sense of every prospective informant.
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Based on the criteria, 5 (five) out of 11 (eleven) pilot project elementary schools were selected.
The research subjects were four 4th grade teachers and 3 (three) 5th grade teachers. Totally, there were 7 informant teachers who had professional experience.
The instruments of data collection in this research were (a) interview guides, (b) documentation study sheets, and (c) questionnaire. The results of data collection were then tested its validity through triangulation technique. Quantitative data was presented to provide a picture of the teacher's tendency in implementing project-based learning.
This research was conducted in Banyumas District, Central Java, Indonesia. Figure 1 will show the map of research site.
Figure 1. Research Site RESULTS AND DISCUSSION
Well-prepared tables and or figures must be of significant feature of this section, because they convey the major observations to readers. Any information provided in tables and figures should no longer be repeated in the text, but the text should focus on the importance of the principal findings of the study. In general, journal papers will contain three-seven figures and tables. Same data can not be presented in the form of tables and figures. The results of the study are discussed to address the problem formulated, objectives and research hypotheses. It is higly suggested that discussion be focused on the why, how, what else of the research findings can happen and to extend to which the research findings can be applied to other relevant problems. Explain your research contributions to science. The implementation of project-based learning in 4th and 5th grades is just slightly different.
The differences can be seen in the number and types of the project. 5th grade has more projects than 4th grade. Therefore, 5th grade has more varied projects than 4th grade. To make it easier, table one presents the result of the document studies.
Table 1. The Differences of Project-Based Learning Implementation in 4th and 5th Grades Based on the result of document studies
Comparison Aspect Grade 4th Grade 5th
Total Class Project 9 Projects 54 Projects
Project on a Theme One theme consists of 1 project One theme consists of 6 project
Realization of Project Completion
Detailed, Systematic, and Gradual process, integrated on
one sub-theme
Detailed, Systematic, and Gradual process, but not integrated on one sub-theme because each project on
one lesson will be varied.
Type of Project Observation Report Campaign
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Drama Mini Book Market Model
Poster
Counseling Booklet Observation Result
Dance Writing Stories
Drama Junior Journalist
Market Model Comic book
Magazine Junior Doctor
Brochure Performances
Poems Mathematical Games
Table 1 lists the ideal number of project should be done by teachers. Iriawan (2015) states that project-based learning is implemented after the completion of a theme. Iriawan statement is supported by Permendikbud No. 66 year 2013 on assessment standard, that project assessment is performed by teachers at the end of a chapter or theme. However, this opinion is not in accordance with the result of this research in terms of the project-based learning implementation. Teachers do not always employ project-based learning after the completion of sub-theme 1 to 3. Sometimes, teachers integrate the project in the learning process due to limited time available.
The implementation of project-based learning requires much time. It is impossible to finish this learning model in just one day. Therefore, integrating the project in the learning process is one of the strategies that can be done in order to maintain the project completion.
Furthermore, the implementation of project-based learning would be comprehensively described by referring to four aspects: 1) the types of product in project-based learning activities, 2) the realization of student's involvement in project-based learning activities, 3) the skills delivered to the students in project-based learning activities; 4) the assessment instruments used by teachers in project-based learning activities.
The Type of Product in Project-Based Learning Activities
In the implementation of project-based learning, students will be asked to complete a project that produces a product. In general, there are four categories of products produced in project-based learning activities. This research used an open-ended questionnaire that gave teachers the opportunity to present their ideas. Therefore, teachers were allowed to write other types of products that were not included in the four product categories. The table below will show the examples of products produced in each category.
The first category is the product of real objects or tools. The products included in the first category is a product in the form of objects created by the students. The results show that all teachers have implemented projects that produce the product type in the first category. The results of observation and documentation study found that the examples of object produced by each informant teacher are widely diverse.
Table 2. The examples of object produced by each informant teacher .
Grade Informant Code Example(s)
4 TGJ-04 collages, montages, mosaics and pictures, traditional food.
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BTR-04 Collages, montages, pictures, potteries and watermills, traditional food, market mode.,
KRL-04 collages, montages, mosaics, pictures, kites, watermills, windmills.
AIP-04 montages, collages and loop.
5
PBW-05 pictures, comic books, recycled handicraft such as market model of jets and traditional houses.
TGJ-05 comic books, tissue containers, flower vases, posters, booklets, recycled handicrafts, bead crafts, bamboo baskets.
BTR-05 pictures, and market model of butterfly ecosystem.
The second category is written report. The products included in this category are prepared based on observations and reports of the data collection process communicated in writing. For examples are clippings, reports of observations, mini books, poems, and stories.
The third category is oral report. The products included in the third category are products that require students to orally deliver the results of data collection process, including performances. The examples of this category are oral presentations in front of the class, drama performance, and musical performance.
The fourth category is technology as a product. The products included in this category are products that require students to build a project by using electronic devices and power source. It can be robots, power-sourced products, and power point files. Other products will be listed in the fifth category. The teachers who assumed that their product type does not belong to the categories before, wrote other types of product example that has been produced, that is dance. Dance movements does not include in the four categories of product in general. Figure 1 illustrates the teacher's responses on the types of product.
Figure 2. Type of Product Created
It can be seen that project-based learning that has been implemented by the seven teacher informants from of the 2013 curriculum pilot project schools in Banyumas District produced real objects, written reports, oral presentations, and other products. No technological product was produced in the project implementation yet. That was caused by the lack of teacher's experience and mastery of technology, as well as the absence of facilities and infrastructures.
The Realization of Student's Involvement
The implementation of project-based learning will make students actively involved in completing the project. In general, there are five categories of products produced in project-based learning activities. The table bellow will show the realization of student's involvement.
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First, students are involved in seeking information. The implementation of project-based learning requires students to find the information needed to complete the project. The information include any materials needed to carry out the project, or the way / technique to complete the project. Students can search information from textbooks and the internet.
Second, students are involved in solving problems. In the implementation of project-based learning, the project should be related to existing environmental problems. The teachers will invite the students to create products to solve the problems. However, the implementation of project-based learning at elementary school level is still rarely associated with problem solving. There were only two informant teachers who initiated the project by linking it to real problems.
Third, students are involved in exploring information and data. The implementation of project-based learning requires students to explore needed information in completing project. The students can explore information through the internet, or by interview. Exploring information and data can be done by conducting research in the surrounding environment. As project examples, the students were asked to be junior journalists and seek information from the village chairperson of the neighbourhood, tempe chips industry, water-sourced electrical power generator, or their parents before conducting the project.
Fourth, students are involved in creating the product. The implementation of project-based learning requires students to create products. That is, the project undertaken not only ends on the concept of the product, but has been realized in a form of product.
Fifth, students are involved in sharing. In the implementation of project-based learning by forming groups, students will definitely be involved to share with each other. It means, students will exchange information, share opinions, share tasks with each other, and work together in completing projects. The observation result shows that project-based learning allows students to work in groups.
This is consistent with the findings of Tamim & Grant's research (2013) that another skill learned by students as they work in groups in project-based learning is collaboration. Figure 2 illustrates the teacher's response on student's involvement.
Figure 3. The Realization of Student's Involvement
Figure 3 shows the tendency of student's involvement in the implementation of project-based learning. The teachers have involved the students to search for information, explore information and data, create products, and share. Only two teachers have involved the students in solving the problem. The results of interview and observation shows that teachers consider the implementation of project-based learning at elementary school level has not been aimed to solve the problem. The teacher's perception is closely related to the implementation of learning conducted by them.
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The teachers who have involved students in problem solving, started the project-based leaning activities by linking the project to problems existing in the environment. However, the product was produced in the form of miniature, therefore it would not be able to solve the real environmental problems. This is in line with the required syntax of project-based learning called the determination of important questions. Meanwhile, five informant teachers did not asked questions of problems that must be understood before students contributed to the project.
The finding of this study is different with Nasrullah (2013) who states that project-based learning takes both teacher and pupils into real life situation, real problems, and real solution in such a way that the pupils cannot see barriers between what they learn inside and outside the class. If the teacher associates project-based learning activities with real-life problems, then the learning can eliminate boundaries between what students learn in the classroom and what students need outside the classroom.
Student’s Skill
The implementation of project based learning aims to equip students with the skills needed in the 21st century. In general, there are six categories of skill students learn in project-based learning activities. The table bellow will show the skills students learn in project-based learning activities.
First, students will learn the skill of material mastery. After implementing project-based learning, the students will increase their skill of material mastery. The project implemented can apply the knowledge gained and develop the students' skills. Project-based learning uses the concept of learning by doing, therefore, the students can master the material better after the implementation.
Second, students will learn the skill of collaboration and teamwork. The implementation of project-based learning gives students the opportunity to study in collaborative groups. Group members will help each other for achieving shared objectives. Through teamwork, students can improve the skills of cooperation, tolerance, tasks sharing, and responsibilities. Therefore, project- based learning can provide the skill of collaboration and teamwork.
Third, students will learn the skill of critical thinking. The implementation of project-based learning begins by asking questions related to the problems that must be understood by the students before the students contribute in executing the project. Linking projects to existing problems in the environment can drive the students to think critically.
Third, students will learn the skill of oral communication. The implementation of project- based learning will produce a product of class presentation. This activity improves the student's skill in oral presentation, confidence, and bravery. Oral communication is a skill that can be trained to familiarize students with speech and presentation. Once the product is created, the students are asked to present their product results in front of the class.
Fifth, students will learn the skill of written communication. In addition to using oral presentations, the implementation of project-based learning also provides students the opportunity to communicate verbally by writing reports. At the end of the project, students are required to make observation reports or trial reports. It can familiarize the students to write effective sentences and standardized languages. Therefore, the implementation of project-based learning can drill students' written communication skill by getting students to write. For example, after a traditional food project, students write reports on how to make combro, fried banana, and mendoan.
Sixth, students will learn the skill of technology mastery. The implementation of project-based learning gives students the opportunity to collect and explore information at their most. Students can use the internet to search for data and information needed. In addition to using the internet to find information, students also used the internet to upload their products to teacher-student social media group. Mastery of technology can be acquired by students if they are accustomed to using technology, including on learning. The results of this research complements the findings of Habok
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and Nagy's research (2016) that 32% of high level elementary teachers have taken advantage of technology in learning. Habook and Nagy points out that students in this age group are highly involved in the uses of ICT tools in everyday contexts and thus are likely to be susceptible to such media in educational settings as well. Figure 4 illustrates the teacher's response on the skills given to the students.
Figure 4. The skills delivered
Figure 4 shows the tendency of the skills given to the students in the implementation of project-based learning. Seven informant teachers have provided the skills of material mastery, collaboration and teamwork, verbal communication, written communication, and technology mastery. Only two teachers who have provided critical thinking skill for the students. Critical thinking skill is closely related to the realization of students' involvement in solving problems. If students are involved in solving complex problems or problems existing in the environment, it can invite the students to think critically. Educational Technology Division (2006) states that complex problems can be taken on to learn critical thinking.
Critical thinking skills can be found in the fundamental questioning step of project-based learning process. Iriawan (2015) argues that on the determination of fundamental questions, the teacher facilitates and leads the students to a problem related to the theme of learning. Iriawan's opinion is in line with Permendikbud No. 65 of 2013 on the Standard Process that it is advisable to use a learning approach that produces problem-based works to encourage students' skills to produce contextual work.
The Instrument of Assessment
The implementation of project-based learning always ends with project assessment and evaluation to provide feedback to the students. The assessment stage in project-based learning focuses on assessing KI-4. There are two ways teachers often use to record project assessment results: 1) check list, used to record whether the criteria assessed on the project is included, and 2) rubrics, assessment instrument that has a fixed or clear scale or point for all assessment criteria.
Table 3 will describe the teacher's response to the instrument the teacher used to record the assessment results based on the questionnaire results that have been calculated through triangulation and data analysis.
Table 3. Instrument used by teachers to record assessment result
The Instrument of Assessment
Frequency(f) Applied Not
Applied
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Check List 3 4
Rubrics 4 3
It can be seen that more informant teachers use rubrics than the check list. Rubrics can help teachers when assessing complex criteria and reducing teacher's subjective assessment. It is highly recommended to use rubrics, rather than on numerical scoring scales or ranks. It aims to eliminate the teacher's subjective element during the assessment. Rubrics consists of rating scales, assessment criteria and description.
In general, there are four categories of assessment instrument used in the implementation of project-based learning. The following will be presented with an alternative assessment instrument that can be used.
The first category is performance assessment. Performance assessment is used to assess student's skills and skills in completing activities and tasks by doing observation. In performance assessment, students do a project of applying or demonstrating the required knowledge and skills.
Performance assessment focuses on process or product. Performance assessment that emphasizes on the project result is called product-oriented assessment, while another one that emphasizes the process is called process-oriented assessments. Performance assessment covers three phases: planning, execution/implementation, and processing.
Product-oriented performance-based assessments can be used to assess result-oriented project, such as: booklets, comics, magazines, clippings, brochures, posters, poems, drama, market models, collages, montages, mosaics, observation reports and mini-books.
Assessment of process-oriented performance can be used to assess process-oriented projects, such as: presentations, experiments, demonstrations, role-plays, music performances, recycled handicraft, dance, campaigns, and counselling.
The results of the questionnaire indicate that 4 (four) informant teachers have conducted process-oriented performance-based assessments on demonstration and experiments. While on the oral presentation project, all teachers have used performance.
The second category is exhibition. The implementation of project-based learning produced so many products. Therefore, teachers can hold exhibitions to display students' works. Each student should explain his work to every visitor of the exhibition. There were two informant teachers who have implemented project-based learning and hold exhibition to assess the student's works. Another informant teacher has never held an exhibition.
The third category is journal. Journals are used to continuously document the students' expressions, feelings, and experiences through checklists and keeping a record that note all their project-based learning activities.
The fourth category is final product. The final product assessment is used primarily by teachers who tend to see the end result rather than view the process. Figure 5 illustrates the teacher's response on the skills given to the students.
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Figure 5. The instrument of assessment used
Figure 5 shows that seven informant teachers prefer using process-oriented performance-based assessment and final product assessment to assess the students' project-based learning activities.
Assessment by exhibition was conducted only by two teachers. The exhibition was done during the class promotion/graduation. Parents can visit the exhibition to see the students' work during their learning process in school. Both of the informant teachers works in the same school.
Meanwhile, there is no teacher applied journal assessment.
During the research, no peer assessment was found as the assessment instrument. This is contrary to the opinion of Oakley et al. (2004) that stresses the importance of peer assessment. The results indicate that the assessment activities are still fully controlled by the teacher.
CONCLUSION
Conclusion should be withdrawn on the basis of research findings, formulated concerns and research purposes. Conclusion is presented in one paragraph without numerical form of expression. Explain your research contributions to science. The implementation of project-based learning is closely related to the learning theme. Each theme consists of four sub-themes which should be finished in a month. The project-based learning activities were provided in sub-theme 4. In the 4th and 5th grades, there were 9 (nine) themes. The implementation of project-based learning in 4th and 5th grades is just slightly different. The differences can be seen in the number and types of the project. 5th grade had more projects and also more varied types. In the 5th grade, one theme consisted of 6 projects, while there was only 1 project in the 4th grade. The result of the research shows that not all projects in the teacher book must be implemented, some teachers attempted to give at least one project on every theme, some others simply carried out some projects for several themes. Project-based learning should be implemented after a thematic lesson is completed. The findings also shows that teachers do not always employ project-based learning after the completion of sub-theme 1 to 3. Sometimes, teachers integrate the project in the learning process. Integrating project in the learning process is done by the teacher as a strategy to maintain the project completion despite the limited time available.
Some types of product that has been successfully created are: real objects, written reports, oral presentations, and other product such as dance. The student's involvement is realized through:
seeking information, exploring information and data, creating products, sharing, and only two teachers involved the students on solving problems. Several skills given to the students are the use of material, collaboration and cooperation, oral and written communication, technology mastery, and
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there were two teachers who provided critical thinking skill. The assessment was conducted with product-oriented performance-based assessment, process-oriented performance-based assessment, and there were two teachers who used exhibition. No teachers applied Journal assessment.
REFERENCES
Educational Technology Division. 2006. Project Based Learning Handbook Educating the Milennial Learner.
Malaysia : Kuala Lumpur Communications and Training Sector Smart Educational Development Ministry of Education.
Iriawan, S.B. 2015. “Pengembangan Model Pembelajaran Berbasis Proyek Tematik di Sekolah Dasar”.
Makalah. 6th Pedagogy International Seminar The Development of Pedagogical Education From The Prespective of The 21st Century and Cooperation Asean Educator Community di Universitas Pendidikan Indonesia. Bandung, 15-17 September 2015.
Kementrian Pendidikan dan Kebudayaan Republik Indonesia. Peraturan Menteri Pendidikan dan Kebudayaan Nomor 65 Tahun 2013 Tentang Standar Proses Pendidikan Dasar dan Menengah.
2013. Jakarta : Kementrian Pendidikan dan Kebudayaan
Oakley B, Felder RM, Brent R, Elhajj I (2004) Turning student groups into effective teams. New Forums Press 2(1): 9–34.
Tamim, S.R., & Grant, M.M. 2013. Definitions and Uses: Case Study of Teachers Implementing Project-based Learning. International Journal Interdisciplinary Journal of Problem-Based Learning , 7(2)
